Transcript ELA THE SECONDARY WAY!

ELA THE SECONDARY WAY!
Summer, 2008
Housekeeping
• Sign-in Sheet
• Stipend Sheet
• Name on Folder
• Bathrooms/Breaks
• Rooms
Admit Slip
• Think – about how you did research
prior to becoming a teacher? (in
college…) Have your research
practices changed?
• Ink – Jot down some notes on your
Admit Slip.
• Pair – Partner NOT in your color group
• Share – Share with your partner –then,
whole group.
Agenda
• The Research Process
– Frontloading Research Strategies/Skills
– Hands-on Research Activity
– Standard 3/Integrated Units
• Assessment
–
–
–
–
Formative and Summative Assessments
Standards-Based Grading
Reporting on eSchool
Long-range Planning
• Embedding Strategy Lessons for Lit
Circles
Research T-Chart
Think about…
*What skills/strategies will students need to
know throughout the process?
*What will you need to define, frontload,
teach…through the process?
T-Chart Example
Research Skills
Reading and Writing
Skills
Generating Questions
•Helps students stay
focused when looking for
information.
Reading: skimming and
scanning information to
form an overview.
Writing: knowledge of
factual questions for
background information;
interpretive questions –
original, critical, and/or
creative thinking (based
on thesis) See Tip Sheet
#10
The Research Process
• Basic Steps in the Research Process
• Tip Sheets
Evaluating Websites
• How to Evaluate: Widener University
Choosing a Topic
• There are three ways for you to get a topic to
research (Tip Sheet #: 1)
– 1. Your teacher assigns one to you. In this
case, you don't have to worry about
selecting a topic; just start listing key
words.
– 2. Your teacher gives you some guidelines
for choosing one. Here's where you have
to do some reading on the general topic
and get an overview. After doing that,
you will be ready to focus your topic into
a reasonable size that you can handle for
this project.
Topic Cont’d.
– 3. Your teacher gives you complete
freedom to choose whatever topic
you want. This can be a challenge,
but also a lot of fun! Pick something
that interests you and learn more
about it. In any case, pick a topic
that interests you in some way.
Otherwise it will be boring and
torture to get through.
Electronic Note Cards
• Promotes generating focused
questions before initiating research.
• Promotes keeping track of sources
which will lead to works-cited
• Promotes paraphrasing and
summarizing; helps students avoid
plagiarism.
Better Searching
• 4 Nets for Better Searching
Narrow
• Use Exact Phrases
•
Trim the URL
• Seek Similar Pages
• Start
Researching Online
• Google Advanced
Works Cited vs. Bibliography
Tip Sheet #19
• A bibliography is a list of related
reading material that your reader can
look for if they want to do more
reading on your topic.
• A Works Cited is a list of only those
sources from which you used
borrowed material in your project, and
which you cited with parenthetical
documentation within your project.
Works Cited
• Citation Machine
• NoodleBib
Break
Meet in Computer Lab at 10:15…
Research Assignment
Topic: Choose a significant invention
that has changed or improved the
world. Ask yourself:
– Why is this particular invention so
significant?
– Who has been impacted?
– How does it make your life easier?
Research Process Review
• Basic Steps in the Research Process
• Inventions Hotlist
Modified Research Process
• Follow the Research Process on the
Assignment Sheet (use the back for
notes)
• You have until 11:15 – to receive
feedback and compete the process.
Next Steps…
• How do we help students organize the
information?
– Outlines
– Graphic Organizers
• See Research Tips:
– Research Tip Sheets
Lunch
• Meet in Room 126 at 12:15…
– T-Chart
– Standard 3
– Research Units
T-Chart and Standard 3
• Color Groups:
– Meet and compare notes on T-Chart
– Using your T-Chart notes and the activities
on the Assignment Sheet, decide where
activities go on the Standard Three Chart.
• Note: Activities may fall under one or more of
the GLEs
Scaffolding and Integrating the
Research Process
• 6th Grade:
–
–
–
–
formulating/generating questions
paraphrasing/skimming/scanning
note taking (using Electronic Note Cards)
Intro to using an advanced search field
(NETS)
– Topics generated from interest survey
– Teacher created hot list to springboard
research (any bibliography would use
URLs)
Scaffolding and Integrating the
Research Process
• 7th Grade:
–
–
–
–
–
All skills taught in 6th grade
Citations using Citation Machine (intro to MLA)
More work with the Google Advanced search field
Student-generated questions are used for research
Short product inherent to overriding assignment; i.e.
A-Z Charts/Essays; Biography, etc.
• 8th Grade
– All skills taught previously
– Validating sources
– Bias
– MLA
– End product that includes Works Cited
Caesar Rodney Technology
Growth Chart
• Grades K-12
• Integrated Skills
–
–
–
–
–
Communication and Internet
Network & Computing Skills
Word Processing
Graphics & Presentation
Spreadsheets and Databases
Electronic Agenda
You can use the link at the bottom of
the research assignment to access
information for this workshop:
http://teachers.cr.k12.de.us/~galgano/e
la08
ASSESSMENT OF LEARNING
• Assessment of learning are those
assessments that happen after
learning is supposed to have occurred
to determine if it did.
• They are used to make statements of
student learning status at a point in
time to those outside the classroom, as
when making student referrals or
making decisions about programs.
ASSESSMENT FOR LEARNING
• Assessment for learning happens while
learning is still underway.
• These are assessments that we
conduct throughout teaching and
learning to diagnose student needs,
plan our next steps in instruction,
provide students with feedback they
can use to improve on the quality of
their work.
PURPOSES FOR ASSESSMENT
(Teacher)
Assessment for
Learning
Assessment of
Learning
•What does this student
need?
•What do these students
need?
•What are student strengths
to build on?
•How should I group my
students?
•Am I going too fast? Too
slow? Too far? Not far
enough?
•What grade do I put on
the report card?
•What students need to be
referred for special service?
•What will I tell parents?
Formative Assessment
• Human Graph Activity
–
–
–
–
–
Strongly Agree
Agree
Not Sure
Disagree
Strongly Disagree
• Respond to the following:
– I know a lot about formative classroom
assessment.
Low achievement is often the
result of students failing to
understand what is expected of
them.
William (2004)
More from William (2004)
Assessment is formative only if the
information fed back to the learner is
used by the learner in making
improvements.
Black & Smith Synthesis of Research
with Quality Assessment / Feedback
Study
Bloom (1984)
Black and William
(1998)
Meisels, et al. (2003)
Rodriguez (2004)
Standard Deviation
Gains
1.0 to 2.0 (Found to Rival 1:1
Tutoring)
0.5 to 1.0 (Largest gains with
Low Achieving Students)
0.7 to 1.5
0.5 to 1.8 (Largest gains with
Low Achieving Students)
1.0 Standard Deviation Score
Gain Equals
• 35 Percentile Points
• 2-4 Grade
Equivalents
• 100 SAT Points
• 15 IQ Points
TONS OF WINNING
STREAKS FOR KIDS!
ABC Graffiti
• Multi-color Group – one person from
each color
• Write out the letters of the alphabet in
2 columns
• Brainstorm a word for every letter that
is somehow associated with
assessment.
How “balanced” is your view of
assessment?
Tear-Share Questions
• Stay in Multi-Color groups:
– Read the article, Homework: A Few
Practice Arrows
– Complete the 3-2-1 Connect and Reflect
• 3 Recalls from the Article
• 2 Insights Gained
• 1 Burning Question That Remains
– Share with small group
– Share with whole group
A Paradigm Shift in Assessment
Assessment FOR
Learning
Assessment OF
Learning
•
•
•
•
•
Change Standards into
Classroom Objectives
Students and Teachers
use Results to Guide
Learning
Expectation of Success
because of Instruction
Transfer of Knowledge
and Skills
•
•
•
Study to Meet
Standards
Develop Classroom
Tests & Assign Grades
“Benchmarks” at a
given point in time
Given after multiple
opportunities “for
learning”
Where are you on the
Standards-Based Grading
Continuum?
Caesar Rodney School District
Grading Policy
Classroom instruction and assessments are to be designed
so that the students performance indicates the level of
mastery of district objectives. The students mastery level
will be the sole factor in determining the grade for a subject
or course.
September, 2007
Purpose(s) for Grades
Bailey and McTighe state
that the “…primary
purpose of…grades…(is)
to communicate student
achievement to
students, parents, school
administrators, postsecondary institutions,
and employers”
Bailey, J. and McTighe, J., “Reporting Achievement at the Secondary
School Level: What and How?”, in Thomas R. Guskey, (Ed.)
Communicating Student Learning: ASCD Yearbook, 1996, ASCD,
Alexandria, VA, 1996, 120.
Would You Want To Be…
• judged on your ability to swim the first
time you entered the pool?
• graded on your ability to ride a bike
while still using training wheels?
• remembered only by what you did
during your first day or first week of
school as a teacher?
Grades Should Be Meaningful
O’Connor Fix #7
“Don’t organize information in grading records by
assessment methods or simply summarize into a
single grade; organize and report evidence by
standards / learning goals.”
According to Rick Stiggins, “…students can hit any
target they can see and which stands still for
them…”
Grades Should Be Meaningful
Continued
Traditional Grade
Book
Standards-Based Grade
Book
• Sorted by assessment
categories (i.e. test, quiz,
project, homework, class
work)
• Sorted by standard or report
card category (one assessment
may meet the criteria for multiple
categories)
• Uncertain mix of academic
and non-academic factors
• Academic achievement only
• Always uses the mean /
average
• Use of median / mode when
determining final grade
Assessments Of or For
• Response Journal
– Of – after several entries, student turns in a
later entry for a grade.
– For – the earlier entries: guide instruction –
opportunities for self evaluation, and
descriptive feedback.
• Instructional Prompt
– Of – the final version of the writing piece
– For- the stages of the writing process; i.e.
brainstorming/organizing, rough draft,
revisions, peer conferencing/teacher
conferencing – all opportunities to guide
instruction, self-evaluation, and
descriptive feedback.
Standards-Based Grading in
E/LA
• Comprehension
• Vocabulary (Word Study)
• Listening/Speaking
• Writing
1 MP Example
Reporting by Standards
• MP 1 Final
– First 4 ½ weeks (Comprehension/Vocabulary)
• Read Like a Reader Quiz (vocab, St3) – 20 points
• Collection 1 Quiz – (comp St2/vocab, St3) 20
points
• Collection 1 Summative – (comp St2&4/vocab St3)
35 points
• Narrative Short Story – (comp St2) 20 points
– Last 4 ½ weeks (Writing/Listening/Speaking – St1)
• Instructional Prompt – (W/L&S St1) - 35 points
– Conferencing (L & S St1)
• Evaluative Prompt – (W/L&S St1) - 60 points
• Read Like a Writer – (Vocab St3) - 20 points
Rubrics & Points
• Collection 1 Summative Assessment (35 points):
– 5 – 1pt multiple choice (5 pts)
– 5 – 2pt multiple choice (10 pts)
– 1 – short answer (2 pt rubric) (10 pts)
• 2 = 100% = 10 points
• 1 = 80% = 8 points
• 0 = 60% = 6 points
– 1 – extended response (4 pt rubric) (10 pts)
•
•
•
•
•
4 = 100% = 10 points
3 = 90% = 9 points
2 = 80% = 8 points
1 = 70% = 7 points
0 = 60% = 6 points
Adapted from Stiggins, 2003
Traditional Scoring
• #s1-5 MC – 1pt each
– Possible points = 5pts
• #s 6-10 MC – 2pts each
– Possible points = 10pts
• #11 SA = 2 pt Rubric
– Possible points = 2pts
• #12 ER = 4pt Rubric
– Possible points = 4 pts
• Total Points = 21 points
Student Example of Traditional
Scoring
• #s1-5 MC – 1pt each
– 3/5 points
• #s 6-10 MC – 2pts each
– 8/10 points
• #11 SA = 2 pt Rubric
– 1/2 points
• #12 ER = 4pt Rubric
– 3/4 points
• Total points = 15/21 = 71/D
Standards-Based Grading
• #s1-5 MC – 1pt each
– Possible points = 5pts
• #s 6-10 MC – 2pts each
– Possible points = 10pts
• #11 SA = 2 pt Rubric
– Possible points = 10pts
• #12 ER = 4pt Rubric
– Possible points = 10 pts
• Total Points = 35 points
Student Example of
Standards-Based Grading
• #s1-5 MC – 1pt each
– 3/5 points
• #s 6-10 MC – 2pts each
– 8/10 points
• #11 SA = 2 pt Rubric (2=10, 1=8, 0=6)
– 8 points
• #12 ER = 4pt Rubric (4=10, 3=9, 2=8,
1=7, 0=6)
– 9 points
• Total points = 28/35 = 80%/C
Rubrics to Points
• Evaluative Writing Prompt
– 5 = 50 points (100% well above the
standard)
– 4 = 45 points (90% above the standard)
– 3 = 40 points (80% meets the standard)
– 2 = 35 points (70% below the standard)
– 1 = 30 points (60% well below the
standard)
• Listening & Speaking Assessments
– Conferencing
– Presentations
Rubrics to Points Continued
• The rubric scale does not have to
match the points earned.
• For example:
–
–
–
–
–
5 = 30 points (100% of 30 = 30 points)
4 = 27 points (90% of 30 = 27 points)
3 = 24 points (80% of 30 = 24 points )
2 = 21 points (70% of 30 = 21 points)
1 = 18 points (60% of 30 = 18 points)
Grades Should Support Learning
(Recent Achievement)
Fix #14
Don’t summarize evidence
accumulated over time when learning
is developmental and will grow with
time and repeated opportunities; in
those instances, emphasize more
recent achievement.
Grades Should Be Meaningful Continued
(Sample ESchool Grade Book Screen Shot)
Description of the
assignment includes the
science standards
Grades Should Be Meaningful Continued
(Sample ESchool Grade Book Screen Shot)
Use of “I” for
missing work
Use of “E” for
excused work
Japanese Unit Planning
• 14 lessons
• 1-11 cover the content
• 12 is a test, not graded, but reviewed
thoroughly
• Reflections on test results are used to
plan lessons 13 and 14
Black and William (1998)
• “Students taught by teachers who
integrated assessment with instruction
could achieve in six or seven months
what would otherwise take a year.
• …more importantly, these
improvements appear to be consistent
across countries..across ages, and
across subjects.”
Almost There…
• Embedding Strategy Lessons for
Literature Circles
– Which standards/GLEs are being
addressed?
– What are the reading/writing/L&S goals?
– What will need to be explicitly taught?
– How many days for reading & meeting?
Typical Week
Book
choices,
groups
formed, note
taking lesson
_______
Focus
Lesson: Plot
(character)
Focus
Lesson: Plot
(character)
teacher
modeling
___________
Students
read to start
addressing
elements of
plot
(Character)
and take
notes; i.e.
reading
strategies
Students
continue to
read to
address
elements of
plot
(character);
continue to
take notes
Students
meet to
discuss
character
developmen
t and
strategy
notes
_________
Class Debrief
on
Character
and lit circle
protocol OR
Focused
Lesson:
Elements of
Plot (Setting)
Students
read and
focus on
setting; note
taking
continues
Exit Slip
• I came expecting….
• I got…
• I value…
• I need…
Long-Range Planning
• Pick up a Long-Range Planning
Calendar
– Middle
– High School
• Both resource teacher available over
the summer for planning.
– [email protected]
– [email protected]